成败反馈对大学生核心自我评价的影响:任务重要性、外向性的调节作用

Effects of Success and Failure Feedbacks on College Students' Core Self-Evaluations:The Moderating Effect of Task Importance and Extraversion

采用2(反馈类型:成功、失败)×2(任务重要性:重要任务、不重要任务)×2(外向性:内向、外向)组间设计探讨成败反馈对大学生核心自我评价的影响,以及任务重要性和外向性在其中的调节作用,247名被试随机分配到各实验组中。结果表明:(1)反馈类型、任务重要性和外向性对核心自我评价变化的主效应及三者的交互作用效应均显著。(2)成败反馈与任务重要性对核心自我评价变化存在显著的交互作用;简单效应分析表明,在失败反馈条件下,执行重要任务被试的核心自我评价下降幅度显著大于执行不重要任务被试。(3)成败反馈与外向性对核心自我评价变化存在显著的交互作用;简单效应分析显示,在失败反馈条件下,外向被试核心自我评价的下降幅度显著小于内向被试。(4)在失败反馈条件下,任务重要性和外向性对核心自我评价的变化存在交互作用。

Core self-evaluation （ CSE）, a latent and broad personality trait, refers to the fundamental appraisal and judgment one holds for himor herself, and consists of serf-esteem, generalized serf-efficacy, neuroticism and locus of control. At once a newly constructed personality trait and global self-evaluation, CSE has been considered as stable as other traits but to show fluctuation for it is closely tied to contextual stimuli. However, little has been revealed about the stability and variability of CSE. In the present study, the successful and failure feedback paradigm was used to investigate how contextual stimuli （ i. e. , success feedback and failure feedback） influence individuals＇ CSE and whether this relation can be moderated by task importance and extraversion. A large sample （ N = 1050） pretest with the Introversion-Extraversion Scale and Task Importance Scale was used to discriminate between 135 introverts and 167 extraverts with 247 valid subjects included in the final analysis, and intellect and art ability were found to be the relatively most and least important ability, respectively. 247 college students were randomly assigned to any one of the experimental groups in a 2 （Feedback ： success vs. failure） × 2 （Task Importance： important vs. unimportant） × 2 （Extraversion： introversion vs. extraversion） between-group factorial designed experiment. A week after administrating the Core Self-Evaluations Scale （CSES） in a laboratory setting, all subjects completed 10 of the same Raven＇ s Test items on computers with different cover stories that manipulated the feedback and task impor- tance. The participants were told that the task was one of the most authoritative measures on IQ （ important task） or a test of composition of pictures （ unimportant task）. After completing it, all participants received factitious feedback of success or failure, and then finished a second time measure of CSE. The changed score of pretest and posttest on CSE served as dependent variable. ACNOVA results showed that （ 1 ） significant main effects of types of feedback, task importance, extraversion, and the interactive effect of the three on the change of CSE were all found to be significant. （2） The interactive effect of types of feedback and task importance on the change of CSE was found to be significant. The simple main effect showed that the change of CSE in subjects executing important tasks was greater than those executing unimportant tasks in the condition of failure feedback, but not significant in the condition of success feedback. （3） The interactive effect of types of feedback and extraversion on the change of CSE was found to be significant. The simple main effect revealed that change of CSE in introvert subjects was higher than extrovert subjects in the condition of failure feedback, but not significant in the condition of success feedback. （4） In the condition of failure feedback, task importance interacted with extraversion to influence the change of CSE, but this interactive effect was significant only in the condition of failure feedback. In sum, when people faced failure feedback, their appraisal and judgment about themselves would decrease, and this decrease would get larger for introverts if the failure feedback came from an important task. But it was plausible that the effect of contextual feedback on one＇ s CSE could be moderated by task importance and extraversion. These findings support the view that CSE will show fluctuation when an individual is faced with the negative feedback of important contextual stimuli.